Exploring Teachers’ Perceptions on the Use of Code-Switching in the English Teaching and Learning Process

Abstract

Code-switching is commonly used in English as a Foreign Language (EFL) classrooms, particularly in multilingual contexts where teachers and students share the same first language. Although previous studies have examined its functions and effectiveness, limited attention has been given to junior high school teachers’ perceptions and how these perceptions are reflected in classroom practices. Therefore, this study aimed to explore teachers’ perceptions of code-switching in the English teaching and learning process and examine how these perceptions were reflected in their classroom practices. This study employed a descriptive qualitative design involving two English teachers at one of the junior high schools in Banyuwangi. The participants were selected through purposive sampling based on their teaching experience and use of code-switching in classroom instruction. The data were collected through classroom observations and semi-structured interviews. The observations were conducted to identify the classroom practices involving code-switching, while the interviews explored teachers’ perceptions, experiences, and reasons for using it. The data were analyzed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that both teachers employed code-switching as a pedagogical strategy to facilitate curriculum access, manage classroom activities, and support interpersonal relations. These functions were reflected through translation, clarification, explanation, repetition, checking understanding, giving instructions, classroom management, and supporting general communication and entertainment. Furthermore, both teachers expressed generally positive perceptions of code-switching. They considered it beneficial for students’ comprehension, classroom engagement, and communication. However, they also acknowledged that excessive use could limit students’ exposure to English and increase their dependence on their first language. In conclusion, code-switching serves as a useful pedagogical resource when applied selectively according to students’ proficiency levels and learning needs. Its use should be gradually reduced to encourage students’ independent development of English proficiency.